TYPES OF INSTRUCTIONAL MEDIA
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This document discusses different types of instructional media used to engage learners, including print media like books and newspapers, non-print projected media like slides and non-projected media like charts. It also covers electronic media such as audio tapes, computers and televisions, as well as how hardware devices and software content work together to deliver instructional messages. Instructional media are tools used to convey information from teachers to students in order to stimulate their thinking and interest in learning.
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Instructional Media
Instructional media refers to any devices or materials used in the teaching and learning process to support planned instruction. It includes electronic media, projected materials like slides, and non-projected materials like diagrams, real objects, and handouts. Instructional media benefits learning by gaining and holding attention, presenting objectives, supporting examples, and facilitating understanding. It plays key roles in helping learners articulate knowledge and reflect on learning. While teachers remain important, instructional media can effectively support the learning process when used as a supplementary tool.
Projected & non Projected aids
The document discusses different types of projected and non-projected instructional aids. Projected aids include film projectors, slides, overhead projectors, televisions, and LCD projectors which allow items to be projected onto a screen. They provide realistic experiences and allow movement and sound to be added. Non-projected aids include graphics, display boards, 3D models and objects, and audio recordings which present information without projection and make abstract ideas more concrete. Both types of aids have advantages like making lessons more engaging and supporting different learning styles, but also limitations like equipment needs or small viewing areas.
Classification of Instructional Media
This document discusses the classification and selection of instructional media. It defines instructional media as materials and means that instructors can use to teach students and help them achieve learning objectives. Instructional media is classified according to the sensory modality it engages, whether it is projected or not, literacy requirements, dimensions, pacing, accessibility, cost, and electronic requirements. Key principles for selecting instructional media include appropriateness for objectives, authenticity, interest, organization, and cost effectiveness. Factors to consider include relevance, suitability, accuracy, learner participation, feedback, appeal, availability, ease of use, environment, and technical quality.
Approaches to Educational Technology PDF
This document discusses the importance and history of educational technology. It defines educational technology as a systematic approach to designing, implementing, and evaluating the learning and teaching process based on research in human learning and communication. Educational technology utilizes a combination of human and non-human resources to improve instruction. The document outlines three approaches to educational technology: 1) hardware approach focusing on equipment, 2) software approach based on learning psychology, and 3) systems approach treating education as a system. It emphasizes that educational technology can improve teaching efficiency, enrich education goals, and facilitate lifelong learning.
TYPES OF CURRICULUM
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
Computer assisted instruction
This document discusses computer assisted instruction (CAI). It defines CAI as using a computer to present instructional material and monitor learning. It outlines several modes of CAI including drill and practice, tutorials, simulations, and games. It also discusses advantages like self-paced learning and disadvantages like costs. Overall, the document provides an overview of CAI and how computers can be used to enhance the learning process.
Non-Projected Visuals Presentations
Non-projected visuals are instructional aids that do not require equipment for projection. They include real objects, models, pictures, field trips, and displays. Some advantages are low cost, no need for electricity, and ability to be used in different levels and subjects. However, they can be damaged easily and hard to store. Common types are real objects, models, mobiles, pictures, graphics, photography, and field trips. Guidelines for use include making materials large enough for groups, limiting distraction, and asking questions to encourage interaction.
Instructional Resources
The document defines instructional resources and materials as anything used in the instructional process, including textbooks, workbooks, handbooks, cartoons, animations, YouTube videos, and film clippings. It then provides details on different types of instructional resources like their purpose and content. The document concludes with a quick review of the various instructional resources discussed.
Recommended
Instructional Media
Instructional media refers to any devices or materials used in the teaching and learning process to support planned instruction. It includes electronic media, projected materials like slides, and non-projected materials like diagrams, real objects, and handouts. Instructional media benefits learning by gaining and holding attention, presenting objectives, supporting examples, and facilitating understanding. It plays key roles in helping learners articulate knowledge and reflect on learning. While teachers remain important, instructional media can effectively support the learning process when used as a supplementary tool.
Projected & non Projected aids
The document discusses different types of projected and non-projected instructional aids. Projected aids include film projectors, slides, overhead projectors, televisions, and LCD projectors which allow items to be projected onto a screen. They provide realistic experiences and allow movement and sound to be added. Non-projected aids include graphics, display boards, 3D models and objects, and audio recordings which present information without projection and make abstract ideas more concrete. Both types of aids have advantages like making lessons more engaging and supporting different learning styles, but also limitations like equipment needs or small viewing areas.
Classification of Instructional Media
This document discusses the classification and selection of instructional media. It defines instructional media as materials and means that instructors can use to teach students and help them achieve learning objectives. Instructional media is classified according to the sensory modality it engages, whether it is projected or not, literacy requirements, dimensions, pacing, accessibility, cost, and electronic requirements. Key principles for selecting instructional media include appropriateness for objectives, authenticity, interest, organization, and cost effectiveness. Factors to consider include relevance, suitability, accuracy, learner participation, feedback, appeal, availability, ease of use, environment, and technical quality.
Approaches to Educational Technology PDF
This document discusses the importance and history of educational technology. It defines educational technology as a systematic approach to designing, implementing, and evaluating the learning and teaching process based on research in human learning and communication. Educational technology utilizes a combination of human and non-human resources to improve instruction. The document outlines three approaches to educational technology: 1) hardware approach focusing on equipment, 2) software approach based on learning psychology, and 3) systems approach treating education as a system. It emphasizes that educational technology can improve teaching efficiency, enrich education goals, and facilitate lifelong learning.
TYPES OF CURRICULUM
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
Computer assisted instruction
This document discusses computer assisted instruction (CAI). It defines CAI as using a computer to present instructional material and monitor learning. It outlines several modes of CAI including drill and practice, tutorials, simulations, and games. It also discusses advantages like self-paced learning and disadvantages like costs. Overall, the document provides an overview of CAI and how computers can be used to enhance the learning process.
Non-Projected Visuals Presentations
Non-projected visuals are instructional aids that do not require equipment for projection. They include real objects, models, pictures, field trips, and displays. Some advantages are low cost, no need for electricity, and ability to be used in different levels and subjects. However, they can be damaged easily and hard to store. Common types are real objects, models, mobiles, pictures, graphics, photography, and field trips. Guidelines for use include making materials large enough for groups, limiting distraction, and asking questions to encourage interaction.
Instructional Resources
The document defines instructional resources and materials as anything used in the instructional process, including textbooks, workbooks, handbooks, cartoons, animations, YouTube videos, and film clippings. It then provides details on different types of instructional resources like their purpose and content. The document concludes with a quick review of the various instructional resources discussed.
Why use instructional media
This document discusses instructional media for language teaching. It defines instructional media as materials and physical means an instructor can use to facilitate learning objectives. The document outlines different types of media including audio, visual, and audiovisual. It describes functions of instructional media such as attracting attention and promoting acceptance of ideas. The document provides guidance on when and how to use instructional media, such as in lectures to stimulate interest or for active learning. It also discusses how to develop media by selecting, analyzing, deciding to adapt, adopt, or create materials and considering practicality, student appropriateness, and instructional appropriateness.
Instructional Media
This presentation summarizes the purposes of instructional media and its types. The pictures were taken from the Google images and from personal photos.
Criteria for selecting instructional materials
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
Qualities of science Teacher
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
educational technology
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.
According to the Association for Educational Communication and Technology (AECT, 2008) it is possible to define educational technology as โthe study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resourcesโ (Richey et al. 2008).
Engineers, technicians, and technologists:
technology as a tool for material construction based
on a systematic engineering knowledge of how to
design artifacts
Social scientists:
technology as a process for material construction
based on the organization of knowledge for the
achievement of practical purposes and also based
on any tool or technique of doing or making by
which capacity is extended (Luppicini 2005).
Computer Assisted Instruction (CAI)
Computer Assisted Instruction (CAI) refers to using computers to facilitate and improve instruction. CAI programs typically provide text or multimedia content, questions, problems, immediate feedback, and summaries of student performance. There are different types of CAI including drill-and-practice, tutorials, games, simulations, discovery approaches, and problem solving. CAI has advantages like one-on-one interaction, motivation, self-pacing, and providing feedback, but also limitations like feeling overwhelmed by information or learning becoming too mechanical.
Instructional aids
This document discusses instructional aids, which are materials used to aid in transferring information from an instructor to students. It defines instructional aids as devices that assist teachers in the teaching and learning process. The document categorizes instructional aids into audio aids, visual aids, audiovisual aids, and activity aids. It discusses the importance, uses, selection, preparation, and advantages of using instructional aids to enhance the learning process.
Instructional Media
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What is teaching
Teaching is an art, practised by most, but mastered by only a few. Imparting knowledge is a privilege, but also a responsibility. This slideshow aims at explaining the nature and meaning of teaching as also gives points on effective teaching.
Non projected pictures
The document discusses non-projected pictures, which do not require projection equipment or power, such as study prints, charts, posters, maps, and photographs. It describes how these visual aids can be used to motivate students and present concepts symbolically. Guidelines are provided for selecting relevant and clear non-projected pictures that balance understandability with posing questions to challenge students.
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGY
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
Approaches of Educational Technology-Hardware, Software and Systems approaches
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The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
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It then discusses key terms related to curriculum - curriculum framework, syllabus, and textbook. It provides definitions and comparisons of these terms. Specifically, it states that a curriculum framework outlines learning outcomes and standards, a syllabus refers to topics covered in a subject, and a textbook is a manual used for studying a particular subject.
Finally, itย
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Multimedia approach
Multimedia is an important innovation in educational technology that can improve teaching and learning. It involves using various media like text, pictures, sound, animation and video together in a program. Multimedia approaches can be classified in different ways, such as by instructional methods, auto-instructional techniques, mass communication tools, audiovisual materials, experiential learning, and teaching resources. Implementing multimedia approaches requires changes to organizational structures, infrastructure, teacher training, and attitudes. It provides benefits like making learning more engaging, individualized, and memorable for students.
Teaching competence
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THE HIDDEN CURRICULUM
The document discusses the concepts of curriculum and hidden curriculum. It defines curriculum as a plan for bringing desirable changes in student behavior and a tool for teachers to mold students according to objectives. Hidden curriculum refers to the unwritten norms, values, and expectations that are unconsciously transmitted to students through various aspects of the school environment and teacher behaviors. Examples mentioned include gender roles, social class, and cultural expectations that influence the social relationships between teachers and students both consciously and unconsciously through the organization of classrooms and schools as well as varying teacher expectations.
Selection and organization of learning experience
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
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This document defines different types of media and provides examples. It discusses print media such as books, newspapers and magazines. It also covers broadcast media like radio and television. Additionally, it examines visual media such as photographs, graphics and cartoons. The document also explores multimedia, which combines different types of content digitally, as well as new media platforms enabled by technologies. It concludes by defining media convergence as the merging of tools and platforms for producing and distributing digital content across various devices.
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This document discusses different types of media, including print media, broadcast media, and digital/new media. Print media includes newspapers, magazines, and books that use ink on paper. Broadcast media refers to radio and television that transmit via airwaves. Digital/new media integrates different technologies onto a single digital platform, including things like podcasts, blogs, and videos. The document also discusses media convergence, where different media tools and content are combined and distributed across multiple devices through digitization and computer networks. An example is a smartphone that allows accessing photos, videos, radio, and the web on a single device.
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Why use instructional media
This document discusses instructional media for language teaching. It defines instructional media as materials and physical means an instructor can use to facilitate learning objectives. The document outlines different types of media including audio, visual, and audiovisual. It describes functions of instructional media such as attracting attention and promoting acceptance of ideas. The document provides guidance on when and how to use instructional media, such as in lectures to stimulate interest or for active learning. It also discusses how to develop media by selecting, analyzing, deciding to adapt, adopt, or create materials and considering practicality, student appropriateness, and instructional appropriateness.
Instructional Media
This presentation summarizes the purposes of instructional media and its types. The pictures were taken from the Google images and from personal photos.
Criteria for selecting instructional materials
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
Qualities of science Teacher
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
educational technology
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.
According to the Association for Educational Communication and Technology (AECT, 2008) it is possible to define educational technology as โthe study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resourcesโ (Richey et al. 2008).
Engineers, technicians, and technologists:
technology as a tool for material construction based
on a systematic engineering knowledge of how to
design artifacts
Social scientists:
technology as a process for material construction
based on the organization of knowledge for the
achievement of practical purposes and also based
on any tool or technique of doing or making by
which capacity is extended (Luppicini 2005).
Computer Assisted Instruction (CAI)
Computer Assisted Instruction (CAI) refers to using computers to facilitate and improve instruction. CAI programs typically provide text or multimedia content, questions, problems, immediate feedback, and summaries of student performance. There are different types of CAI including drill-and-practice, tutorials, games, simulations, discovery approaches, and problem solving. CAI has advantages like one-on-one interaction, motivation, self-pacing, and providing feedback, but also limitations like feeling overwhelmed by information or learning becoming too mechanical.
Instructional aids
This document discusses instructional aids, which are materials used to aid in transferring information from an instructor to students. It defines instructional aids as devices that assist teachers in the teaching and learning process. The document categorizes instructional aids into audio aids, visual aids, audiovisual aids, and activity aids. It discusses the importance, uses, selection, preparation, and advantages of using instructional aids to enhance the learning process.
Instructional Media
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As an assignment for "Instructional Media".
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What is teaching
Teaching is an art, practised by most, but mastered by only a few. Imparting knowledge is a privilege, but also a responsibility. This slideshow aims at explaining the nature and meaning of teaching as also gives points on effective teaching.
Non projected pictures
The document discusses non-projected pictures, which do not require projection equipment or power, such as study prints, charts, posters, maps, and photographs. It describes how these visual aids can be used to motivate students and present concepts symbolically. Guidelines are provided for selecting relevant and clear non-projected pictures that balance understandability with posing questions to challenge students.
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGY
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
Approaches of Educational Technology-Hardware, Software and Systems approaches
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The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
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The document discusses various aspects of curriculum including its meaning, concept, types, and key terms. It provides definitions of curriculum, explaining it refers to the totality of a student's learning experiences, both inside and outside of school. It outlines several definitions of curriculum provided by different educational experts. It also discusses the concept of curriculum and different dimensions it can be evaluated in.
It then discusses key terms related to curriculum - curriculum framework, syllabus, and textbook. It provides definitions and comparisons of these terms. Specifically, it states that a curriculum framework outlines learning outcomes and standards, a syllabus refers to topics covered in a subject, and a textbook is a manual used for studying a particular subject.
Finally, itย
General Techniques Of Assessment
This document discusses various techniques for assessing student learning, including observation, projects, assignments, and worksheets. Observation allows assessing practical skills but requires time and can be subjective. Projects promote higher-order thinking but are not suitable for all subjects. Assignments develop important skills but take time to grade. Worksheets are efficient but not for collaboration. Overall, different techniques are suited to different purposes and content areas when evaluating student understanding.
Multimedia approach
Multimedia is an important innovation in educational technology that can improve teaching and learning. It involves using various media like text, pictures, sound, animation and video together in a program. Multimedia approaches can be classified in different ways, such as by instructional methods, auto-instructional techniques, mass communication tools, audiovisual materials, experiential learning, and teaching resources. Implementing multimedia approaches requires changes to organizational structures, infrastructure, teacher training, and attitudes. It provides benefits like making learning more engaging, individualized, and memorable for students.
Teaching competence
The document discusses teaching competence, which refers to a teacher's ability to perform tasks at a high level of excellence through knowledge, skills, attitudes, and experience. It identifies five key components of teaching competence: personal competence, professional competence, social competence, planning competence, and classroom interaction competence. The significance of teaching competencies is that they enhance teacher effectiveness, educational quality, and help achieve objectives. Teaching competencies should be applied based on background, situation, and needs.
THE HIDDEN CURRICULUM
The document discusses the concepts of curriculum and hidden curriculum. It defines curriculum as a plan for bringing desirable changes in student behavior and a tool for teachers to mold students according to objectives. Hidden curriculum refers to the unwritten norms, values, and expectations that are unconsciously transmitted to students through various aspects of the school environment and teacher behaviors. Examples mentioned include gender roles, social class, and cultural expectations that influence the social relationships between teachers and students both consciously and unconsciously through the organization of classrooms and schools as well as varying teacher expectations.
Selection and organization of learning experience
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
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This document defines and describes different types of media. It discusses conventional media, such as print media like newspapers and magazines, television, movies, video games, music, mobile phones, and software. Conventional media refers to forms of mass communication that existed before digital media. The document also defines new media as media that uses electronic devices like mobile phones, laptops, and computers, as well as applications like social media platforms and online content. Both conventional and new media are examples of channels that can store and deliver information to people.
Computers as information and communication technology
The document discusses the history and uses of computers in education. It describes computer-assisted instruction which uses individualized learning, drill exercises, and multimedia elements. It then outlines how personal computers can be used as instructional and communication media through software programs for word processing, presentations, spreadsheets, internet access, email, educational games, and multimedia editing. Personal computers allow access to a variety of digital educational resources and communication tools.
Computers as information and communication technology 1
The document discusses the history and uses of computers in education. It describes computer-assisted instruction which uses individualized learning, drill exercises, and multimedia elements. It then outlines how personal computers can be used as instructional and communication media through software programs for word processing, presentations, spreadsheets, internet access, email, educational games, and multimedia editing. Personal computers allow access to a variety of digital educational resources and communication tools.
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TYPES OF INSTRUCTIONAL MEDIA
- 2. INSTRUCTIONAL MEDIA ๏ถ Is anything used to send message from the sender to the receivers to arouse the learnerโs thoughts, feeling, and interest to gear the studentsโ learning.
- 4. PRINT MEDIA
- 5. Print Media is one of the oldest and basic forms of communication. ๏ถThey are paper publications circulated in the forms of books, journals, magazines, newspaper, workbook, and textbooks among others.
- 7. Non-print Media - communication enterprises that do not produce paper publication, e.g. radio or television stations. (termwiki)
- 8. ๏ถThey come in two forms: projected media and non-projected media. ๏ Projected media - require light source for projection. ๏ Non-projected media โ do not require light source.
- 10. Electronic media are media that use electronic or electromechanical audience to access the content. (Wikipedia)
- 11. ๏ถThese include audio media, e.g., audio tape, cassettes, and records; visual media, e.g., calculator, computer, electronic board, and whiteboard; and audiovisual, e.g., television, videotape; and cine films.
- 12. HARDWARE AND SOFTWARE ๏ถHardware is a machine or equipment used in the instructional process. It is upon these gadgets that the software is transmitted, e.g., television set, tape recorder etc.
- 13. HARDWARE AND SOFTWARE ๏ถ Software consists of all materials used with the machine. They are the real carriers of knowledge or information.